Domain Testing: Divide and Conquer - Testing Education

• If one student had provided a given answer, I might have been impressed with it. However,
the stereotyping of the answers is very pronounced, suggesting that they are following a
procedure (such as a checklist) or working directly from an example, rather than thinking
through what they are doing. For example, the students provide the same dimensions and
they miss the same dimensions.
• The students missed issues of interaction, they failed to consider these dimensions in terms
of output effects, and they failed to consider the boundaries implicated by a critical
boundary-related error message.
• In terms of presentation, these charts are better than I would expect from one-year testers.
• In terms of content and insight, I would expect better from an experienced tester.
Now for the details:
Analysis of the Results
This breaks down into several sections:
• List of variables; indicate input or output, their dimensions and the data type they map to.
• Discuss the relationships that exist between variables, if any, and give examples of how
you would test them.
• Equivalence class table(s) that shows the complete equivalence class and boundary value
analysis for the function under test.
• All-pairs combination.
o Indicate what variables you would select for doing all-pairs combination. Justify
your selection.
o Indicate which test cases of the chosen variables you will use for doing all-pairs.
Justify your selection.
o Show all iterations. Give relevant comments when you backtrack and redo any
ordering.
List of variables; indicate input or output, their dimensions and the
data type they map to.
List of variables:
• I see 7 variables, highly interrelated:
o Slides Sized For
o Width
o Height
o Number slides from
o Orientation of slides
o Orientation of Notes, handouts & outline